ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)
TEACHER OBSERVATION REPORT
Teacher Name: Andrea Marsiano Teacher ID: 0909036
20K505-Franklin Delano Roosevelt
School Year: 2023-2024 School Name/DBN: High School
CLASSROOM OBSERVATION (OBS):
In each observation, all components for which there is observed evidence must be rated. Each form must
contain lesson-specific evidence for each of the components observed during a classroom observation.
This observation was: (check one)
Formal Observation (full period) Informal Observation (15 minutes minimum)
Date of Observation: 12/20/2023 Time/Period: Period 6
Component Ratings
1a (obs): Demonstrating knowledge of content and pedagogy 3- Effective
The teacher displays solid knowledge of the important concepts in the discipline
and how these relate to one another. The teacher demonstrates accurate
understanding of prerequisite relationships among topics. The teacher’s plans and
practice reflect familiarity with a wide range of effective pedagogical approaches in
the subject.
-Your lesson required student knowledge and understanding of foreground,
middle-ground, and background. Students were expected to show their
understanding of how to create landscapes. Students were reviewing examples to
use while they created their own work. Students were able to explain the steps
they had previously learned to get them to the current section of study. Students
made connections between previous lesson and knowledge when describing their
painting process.
1e (obs): Designing coherent instruction 3- Effective
Most of the learning activities are aligned with the instructional outcomes and
follow an organized progression suitable to groups of students. The learning
activities have reasonable time allocations; they represent significant cognitive
challenge, with some differentiation for different groups of students and varied use
of instructional groups.
-Students worked on their individual pieces of artwork. Students need to explain
their process for shading within their painting. Your lesson provided multiple entry
points to help students and guide them through their work. Students were able to
articulate their process.
Last Revised: 01/04/24 12:56:47 PM By mposka
2a: Creating an environment of respect and rapport 3- Effective
Teacher-student interactions are friendly and demonstrate general caring and
respect. Such interactions are appropriate to the ages, cultures, and
developmental levels of the students. Interactions among students are generally
polite and respectful, and students exhibit respect for the teacher. The teacher
responds successfully to disrespectful behavior among students. The net result of
the interactions is polite, respectful, and business-like, though students may be
somewhat cautious about taking intellectual risks.
-Students were respectful of the work their classmates created. They looked at
the work and talked about it while using respectful discourse. Students respected
the room and the materials. Everyone had a neat and organized workspace.
Students were willing to share their process aloud while others encouraged them.
2d: Managing student behavior 3- Effective
Student behavior is generally appropriate. The teacher monitors student behavior
against established standards of conduct. Teacher response to student
misbehavior is consistent, proportionate, and respectful to students and is
effective.
-Students were well behaved during this lesson. Students were actively working
on their projects. While there was no direct misbehavior, there were a few
students who were off task during this lesson. You quietly spoke with those who
were not on task and re-directed them to their work. After you spoke with them,
students did go back to their work.
3b: Using questioning and discussion techniques 3- Effective
While the teacher may use some low-level questions, he poses questions
designed to promote student thinking and understanding. The teacher creates a
genuine discussion among students, providing adequate time for students to
respond and stepping aside when doing so is appropriate. The teacher challenges
students to justify their thinking and successfully engages most students in the
discussion, employing a range of strategies to ensure that most students are
heard.
-You facilitated a discussion where students were able to share their ideas with
one another. Students were able to discuss using content vocabulary. 'I like the
use of lines here... There is a clear distance you created in the background.' You
asked, 'What strategies do we use for the background? Student responses were,
'We want it to seem more distant...We add water to the paint...It makes it seem
blurry.'
3c: Engaging students in learning 3- Effective
The learning tasks and activities are fully aligned with the instructional outcomes
and are designed to challenge student thinking, inviting students to make their
thinking visible. This technique results in active intellectual engagement by most
students with important and challenging content, and with teacher scaffolding to
support that engagement. The groupings of students are suitable to the activities.
The lesson has a clearly defined structure, and the pacing of the lesson is
appropriate, providing most students the time needed to be intellectually engaged.
-All students were engaged in the activities for this lesson. Students were able to
use examples from visuals to create their work. You wanted to know, ' Why do we
want that' and students stated, 'It is an effect on our eyes...We see things in the
Last Revised: 01/04/24 12:56:47 PM By mposka
distance as very blurry...We need smaller brushes to paint it...We want the details
in the front to be more chromatic...There is more color more definition.'
3d: Using assessment in instruction 3- Effective
Students appear to be aware of the assessment criteria, and the teacher monitors
student learning for groups of students. Questions and assessments are regularly
used to diagnose evidence of learning. Teacher feedback to groups of students is
accurate and specific; some students engage in self-assessment.
-Expectations were clear for your students. They were familiar with the process of
providing feedback on their work. 'What steps did you take?' 'I sketched it and
then pick the colors, then see if it matched the picture...I used water to blur it out
so that you can see the differences...In the Middle ground I used medium sized
brushes for the middle...That way the paint wouldn't be too much or too little.'
4e (obs): Growing and developing professionally N/A
Last Revised: 01/04/24 12:56:47 PM By mposka
Teacher ID 0909036 Teacher Name Andrea Marsiano
ASSESSMENT OF PREPARATION AND PROFESSIONALISM (P&P):
In this section of the form, evaluators should rate evidence for components 1a, 1e, and 4e that was
observed within fifteen (15) school days prior to the classroom observation as part of an assessment
of a teacher’s preparation and professionalism. Each form must contain teacher-specific evidence
for each of the components observed.
Component Ratings
1a (p&p): Demonstrating knowledge of content and pedagogy N/A
1e (p&p): Designing coherent instruction N/A
4e (p&p): Growing and developing professionally N/A
Additional Evaluator Notes (please attach more pages, as necessary):
Objective - Students will consider the different characteristics of background, middle ground, and foreground
(the effect of aerial perspective) as they complete the final stage of their landscape paintings.
DN:
Middle ground
Foreground
What strategies do we use for the background
We want it to seem more distant
We add water to the paint
It makes it seem blurry
Why do we want that
It is an effect on our eyes
We see things in the distance as very blurry
We need smaller brushes to paint it
We want the details in the front to be more chromatic
There is more color more definition
What steps did you take
I sketched it and then pick the colors, then see if it matched the picture
How did you create your background ?
I used water to blur it out so that you can see the differences
In the Middle ground I used medium sized brushes for the middle
Last Revised: 01/04/24 12:56:47 PM By mposka
Teacher ID 0909036 Teacher Name Andrea Marsiano
That way the paint wouldn't be too much or too little
VOCABULARY:
blurry
chromatic
aerial perspective
Fore, back, middle ground
DIFFERENTIATION:
Visuals and videos for those who needed
DATA:
ASSESSMENT:
painting
How do we finalize our painting of the final layer? (exit ticket)
GRADEBOOK ASSIGNMENTS/RATES:
2 assignments 80.2% - 77%
NEXT STEPS:
--Use of a rubric for painting could help students focus on the final goal for creating their artwork.
--Take time during each lesson to have several checks for understanding. This will help you assess student
understanding and progress. Multiple quick checks provide you with a way to set goals for future lessons as
well as skill checks.
I look forward to seeing these strategies implemented in future lessons.
Attachments:
This report also contains attachments in the Advance Web Application:
12.20.docx
Teacher's signature: Date
(I have read and received a copy of the above and understand that a copy will be placed in my file.)
Evaluator's name (print): Mitchell Poska
Evaluator's signature: Date
Last Revised: 01/04/24 12:56:47 PM By mposka
